A Guide for CEIAG Quality Award providers · All CEIAG Quality Award providers must supply evidence showing how their Award covers and supports learning providers (i.e. state and

The Quality in Careers Standard Guide © Quality in Careers Consortium June 2016

A Guide for CEIAG Quality Award providers

to the Quality in Careers Standard1

(June 2016 edition)

1 Whilst this Guide is primarily written for CEIAG Quality Award providers, - schools, colleges and work-based learning providers may find

it especially helpful to see the national validation criteria as it will be the two overarching themes and the first seven national validation

criteria (set out on pages 1-4 below) which CEIAG Quality Award providers will assess and accredit.


© Quality in Careers Consortium June 2016 revision /Careers England 2012 | 1

(A) What is the Quality in Careers Standard?

The Quality in Careers Standard provides national validation for England’s range of Quality Awards for careers education, information, advice and guidance (CEIAG) in schools, colleges and work-based learning.

The Standard is owned by the Quality in Careers Consortium and is governed by the Quality in Careers Consortium Board.

2

The Department for Education3 recommends that schools should work towards a CEIAG Quality Award

which is nationally validated by the Quality in Careers Standard (see footnote 1 and additional information in appendix 1 at the end of this Guide).

To gain the Standard, CEIAG Quality Award providers must furnish sufficient current evidence to demonstrate that they meet national validation criteria in three areas:

1. Criteria, content and coverage of their CEIAG Award

2. Assessment processes for their CEIAG Award

3. Management of their CEIAG Award

This Guide sets out the criteria in detail and outlines the steps CEIAG Quality Award providers are invited to take in order to seek national validation. All CEIAG Quality Award providers may apply for the Standard.

Providers offering Quality Awards that include but extend beyond CEIAG may apply for the Standard on the understanding that the national validation process and the Standard only cover CEIAG and will state this explicitly. Applying for the Standard incurs a fee which is payable at the external assessment stage of the national validation process.

(B) National Validation Criteria

1. Criteria, content and coverage of the CEIAG Award

All CEIAG Quality Award providers must supply evidence showing how their Award covers and supports learning providers (i.e. state and independent schools, colleges and work-based learning providers) in respect of the following two overarching themes and assesses the first seven national validation criteria (1.1-1.7):

the delivery of the core principles and themes of equality and diversity, participation and progression4,

raising aspirations, and promoting social mobility.

the promotion of CEIAG within the curriculum (see also national validation criterion 1.3 below).

2 The Consortium is an unincorporated association: its constitution is shown here:

http://www.qualityincareers.org.uk/documents/public/REVISED%20CONSTITUTION%20MAY%202013.pdf and its Board membership is

shown here: http://www.qualityincareers.org.uk/documents/public/members%20of%20Consortium%20Board%203.6.2016.pdf

3 Careers guidance and inspiration in schools: Statutory guidance for governing bodies, school leaders and school staff March 2015

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/440795/Careers_Guidance_Schools_Guidance.pdf : an

extract appears as appendix 1 to this Guide

4 These core principles and themes echo the Ofsted common inspection framework which was revised in September 2015

(https://www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-years-from-september-2015).

Three of the key themes which inspection teams will consider relate directly to CEIAG: these appear as Appendix 2 to this Guide.

Appendix 3 to this Guide also includes extracts from the Independent Schools Inspectorate regarding CEIAG.

http://www.qualityincareers.org.uk/documents/public/REVISED%20CONSTITUTION%20MAY%202013.pdf

http://www.qualityincareers.org.uk/documents/public/members%20of%20Consortium%20Board%203.6.2016.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/440795/Careers_Guidance_Schools_Guidance.pdf

https://www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-years-from-september-2015



National validation criteria Evidence required

1.1 Providing effective leadership, management and promotion of CEIAG

How the Award assesses:

the extent to which the learning provider’s leadership and management team (including those providing the governance) has developed and implemented a clear and effective strategy for its CEIAG provision that is consistent with Benchmark 1 of “Good Career Guidance”

5 (see footnote 3

and additional information at the end of this Guide) to ensure that all learners receive and benefit from CEIAG.

the learning provider’s arrangements for promoting CEIAG within the curriculum.

1.2 Ensuring appropriate initial staff training and continuing professional development (CPD) to secure the competence required of all staff involved in the learning provider’s CEIAG provision

How the Award assesses a learning provider’s arrangements for:

the induction of new staff into their assigned CEIAG roles

analysing the training needs of all its CEIAG leadership, management and delivery staff and teams

planning and securing CPD to meet identified training needs within a reasonable period of time to ensure that all staff have a basic understanding of CEIAG, and that senior leaders have the enhanced understanding required to ‘secure access to independent careers guidance’ to meet the needs of all young people within their learning provision

ensuring that all staff involved demonstrate their competence in delivering CEIAG and actively review their CPD to ensure their knowledge is up-to-date and accurate.

In addressing this national validation criterion, learning providers should take full account of the professional standards and qualifications determined by the Career

Development Institute (www.thecdi.net) and/or other appropriate representative bodies

1.3 Providing a planned and progressive programme of careers, employability and enterprise education in the curriculum, together with careers information and careers advice and guidance


developing a strategic approach to the teaching, learning and assessment of careers, employability and enterprise education that effectively addresses the needs of all its young people and secures identified learning outcomes (based upon a recognised framework such as the CDI’s Framework for Careers, Employability and Enterprise Education

6)

and positive practical outcomes (based on performance and destinations data)

7

embedding CEIAG within the mainstream curriculum (pre-16) and within the 16-19 study programme, delivering enrichment and extra-curricular activities which enhance and extend careers, employability and enterprise

3’Good Career Guidance’ (The Gatsby Charitable Foundation, 2014) http://www.gatsby.org.uk/education/programmes/good-career-

guidance {The Consortium commends these Benchmarks to all learning providers and to the CEIAG Quality Award providers. Please see

Appendix 4 at the end of this Guide which includes how the benchmarks map against the first seven NVCs for the Quality in Careers

Standard. Please also note that the national validation criteria (1.1-1.7) for the Quality in Careers Standard define the organisational,

professional and curriculum development and accountability processes that underpin quality (and thus must be assessed by Quality

Award providers) whilst the welcome Gatsby Benchmarks describe the components (Benchmarks 2-7) of a stable careers programme

(Benchmark 1). Hence, we affirm that only with external assessment of the quality of CEIAG, by a nationally validated CEIAG Quality

Award, can a school be confident it provides the quality of the best for all of its students.}

6 Framework for Careers, Employability and Enterprise Education (The CDI) http://www.thecdi.net/New-Careers-Framework-2015

7 In respect of state schools, this should include the impact of Pupil Premium spending, where appropriate.

http://www.thecdi.net/

http://www.gatsby.org.uk/education/programmes/good-career-guidance


http://www.thecdi.net/New-Careers-Framework-2015




education

ensuring that all young people have access to advice and support from teachers, tutors and other relevant staff

ensuring that all young people have access to a comprehensive range of up-to-date careers and labour market information resources about opportunities in education, training and employment (including apprenticeships), in formats suitable to their needs and requirements

involving young people in assessing and reviewing their own career-related learning and contributing to the career-related learning of others.

In addressing this national validation criterion, learning providers should take full account of Benchmarks 2-7 of ‘Good Career Guidance’ (see footnote 2 and additional information in appendix 4 at the end of this Guide).

1.4 Securing independent and impartial careers advice and guidance for young people


ensuring that all internally-appointed CEIAG staff are able to act with impartiality and always in the best interests of the young person, and that they subscribe to a relevant code of professional practice

8

ensuring that all young people have equity of access to independent and impartial careers advice and guidance (both from external as well as internal sources) which includes opportunities for face-to-face provision for those seeking it

9

commissioning and securing access to independent and impartial careers advice and guidance that is effective in meeting all young people’s needs {including the ‘Gifted and Talented’, the disadvantaged and at risk, and students with special educational needs and disabilities (SEND)/learning difficulties and disabilities (LDD), young carers, and looked after children}

using agreements and contracts that set out the external careers advice and guidance services secured including the review arrangements for ensuring that those services remain effective and are aligned to the learning provider’s overall strategy for CEIAG

ensuring that where externally-provided careers advice and guidance is secured from professionally qualified careers advisers, the learning provider ensures that any organisation

10 providing such services meets

the agreed sector standard (i.e. the matrix Standard) and that account is taken

8We expect Quality Award providers to stress to schools and colleges that all staff need to act with impartiality, and where the learning

provider appoints a ‘careers adviser’ to its staff, the Quality Award provider must satisfy itself that the adviser is qualified to QCF L6, is registered with the Career Development Institute, complies with the CDI code of ethics and maintains his/her annual CPD requirements.

Please also note that at the National Validation Panel, if the CEIAG Quality Award has been Awarded to one or more schools which have ONLY appointed a ‘careers adviser’ without additional access contractually secured from an external professionally qualified careers adviser as well, the NVP will require one such school to be part of the Award provider’s team attending the Panel so that the Panel can satisfy itself that all of the tests of sufficiency expected in respect of NVC 1.4 are met.

9 Where the learning provider appoints a ‘careers adviser’ to its staff, the Quality Award provider must satisfy itself that young people

confirm equity of access to external provision if they seek it.

10 Whilst every organisation providing professional careers advice and guidance should be expected to hold (or be working towards

achieving) the matrix Standard, it is accepted that there will be ‘careers advisers’ working as sole-traders/in small

partnerships/cooperatives, for whom it is not expected that they must be matrix accredited; however, there are growing numbers of sole

traders/small partnerships which are matrix accredited, and we would hope that Quality Award providers would encourage learning

providers securing services from sole traders/small partnerships to encourage these to contact Assessment Services Ltd (the Awarding

body for the matrix Standard: www.matrixstandard.com) to consider matrix accreditation. We would expect sole traders to meet the CDI

requirements and to be registered.

http://www.matrixstandard.com/




of the professional standards and qualifications determined by the Career Development Institute and/or other appropriate representative bodies

data sharing (including with the appropriate local authority/authorities), and the extent to which data sharing agreements and processes benefit young people.

1.5 Working with employers and other external partners and agencies to enhance and extend CEIAG provision


ensuring that employers can effectively contribute to the overall CEIAG provision - including enhancing learners’ understanding of the world of work as well as providing inspiration and raising career awareness

involving other agencies in effective partnerships to support young people’s career aspirations and decisions {as well as engaging employers and employer-led bodies, partnerships should draw on external providers of careers information, advice and guidance services, local authorities, further and higher education, work-based learning providers, and community and charitable organisations}

ensuring that employer engagement in CEAIG is effectively embedded within the careers, employability and enterprise education curriculum

establishing effective partnerships with other organisations that support or provide information, advice and guidance for vulnerable young people.

1.6 Involving and supporting families and carers


engaging families and carers in their children’s career learning and development

informing families and carers about how their children can access and benefit from its CEIAG programme

involving and supporting families and carers in its CEIAG programme.

1.7 Monitoring, reviewing, evaluating and continuously improving provision (including measuring the impact of CEIAG on learning outcomes and learner progression)

How the Award assesses a learning provider’s arrangements for systematic evaluation, including using an evidence-based approach to inform planning and to improve its CEIAG provision by:

regularly reviewing its CEIAG programme and collecting feedback from young people, their families and carers, the delivery team(s) (including external service providers) and external partners such as further and higher education, work-based learning providers and employers

using data on young people’s attainment and progression outcomes to set targets and objectives for improving provision.

2. Assessment processes for the CEIAG Award

All CEIAG Quality Award providers must also supply evidence showing how their Award meets the following criteria in respect of their detailed external assessment processes:


2.1 Effective evidence gathering system(s)

How the Award’s assessment processes:

ensure that objective, external assessment of a learning provider includes scrutiny of documentation, observations and discussions with young people, families and carers, and staff.




2.2 Sufficient and valid evidence-based self-assessment by a learning provider against the established criteria for the CEIAG Award

How the Award’s assessment processes:

ensure that a learning provider is required to undertake self-assessment against the established criteria for the CEIAG Award

ensure that a learning provider is required to provide robust evidence for self-assessment judgements – including content, processes and outcomes for young people.

2.3 Explicit assessment criteria

That the Award’s assessment processes:

include outcomes as well as inputs and processes

have explicit criteria showing what is expected of learning providers with clear guidance on what the Award requires them to do.

2.4 Written assessment report

That the Award’s assessment processes:

ensure that all learning providers assessed for the Award receive a written report that includes future development targets.

2.5 Appeals and complaints procedure

That the Award has:

a clear appeals and complaints procedure.

3. Management of the CEIAG Award

Gaining the Quality in Careers Standard requires CEIAG Quality Award providers to have robust management processes in place for their Awards. It also requires those managing a CEIAG Award (and its implementation and assessment) to have demonstrable professional expertise in CEIAG.

The Standard’s national validation process recognises that providers may use different approaches to reflect their circumstances but it does not support any dilution of standards arising from this.

All CEIAG Quality Award providers must also supply evidence showing how their Award meets the following criteria.


3.1 Consultation and validation of the CEIAG Award

That management of the Award:

includes regular reviews with key stakeholders that help the management team to evaluate the Award’s effectiveness and maintain its local and national currency

accommodates the context and needs of different types of learning provider

is responsive to changes in national and, where appropriate, local policies for CEIAG

responds to evidence of established and emerging good practice in CEIAG.

3.2 Assessor selection, training, development, moderation and support


ensures that assessors have a clear role specification (including knowledge and skills), training and effective support meetings




ensures that consistency is assured between assessors and provides moderation opportunities to check that they are working to the same standard.

3.3 Levels of support offered by the provider of the CEIAG Award to learning providers seeking to gain the Award


provides support for learning providers that can be enhanced by face-to-face and/or online training/CPD events, resources and consultations, as appropriate

ensures that support and advice processes are separate from external assessment processes.

(C) The National Validation Process

The national validation process is undertaken by the Quality in Careers Consortium Board, under the leadership of the QiCS Director. These are the steps which CEIAG Quality Award providers are required to follow in order to secure national validation:

Step 1: Make a commitment to achieve the Quality in Careers Standard

Following receipt of a letter of commitment, the Quality in Careers Consortium Board will authorise Quality Award providers to advise their Award holders that they may refer to the national validation for the life-span of their existing Award. They must use the words ‘working towards the national validation for CEIAG Quality Awards – the Quality in Careers Standard’.

New providers of CEIAG Quality Awards will be authorised to use this wording for a period of two years.

Step 2: Self-assessment (for which detailed self-assessment forms and a report template are

available)

Quality Award providers assess their Award against the national validation criteria, selecting evidence that demonstrates what they deem to be effective in respect of each. For example, for criterion 1.1 ‘Providing effective leadership, management and delivery of CEIAG’, they might include evidence of a senior leadership team committed to CEIAG and supported by:

a clear strategy for CEIAG with an effective management structure and delivery model

the involvement of the Governing Body/Board of a school or college, or the Board of Trustees or others providing the governance of a work-based learning provider

administrative support for the more routine organisational and clerical tasks

access to other resources, including finance.

In respect of criterion 1.2, the self-assessment that Quality Award providers undertake should show how their Award assesses the extent to which learning providers take account of the professional standards and qualifications determined by the Career Development Institute and/or other appropriate representative bodies.

Step 3: Apply for an external assessment – national validation

Quality Award providers apply for national validation when they think they are ready and present a written submission to the Quality in Careers Consortium Board (to be submitted to the QiCS Director, Paul Chubb [email protected] ). This step incurs a fee.

Step 4: External assessment – national validation

The Consortium Board appoints a National Validation Panel (involving three members of the Consortium Board and a Validation Panel Adviser). This Panel considers a Quality Award provider’s documentary evidence – the self-assessment outcomes with supporting materials from users and accredited Award holders.

mailto:[email protected]



A face-to-face meeting (usually held in a school or college holding the Award in question) then takes place with the National Validation Panel which allows Quality Award providers to present their case, answer questions and discuss any issues arising (please note that the Panel will wish to meet with two learning providers

11 holding the Quality Award as part of the validation process).

Step 5: Decision and feedback

The National Validation Panel informs Quality Award providers of its decision within two working days of the meeting and provides a formal national validation report within fourteen days.

Unsuccessful applicants have fourteen days after receiving their assessment report to appeal against the National Validation Panel’s decision. They may resubmit their Award for a second stage assessment no less than three but no more than six months after receiving their national validation report.

Step 6: Validation (and then revalidation after 3 years)

Upon receipt of national validation for their CEIAG Award, Quality Award providers and their accredited Award holders may use the Quality in Careers Standard logo and the words “nationally validated by the Quality in Careers Standard” on their materials for a period of three years.

They will receive a reminder to reapply for the Standard in the three months prior to expiry and the date of the revalidation panel will take place within a window of 8 weeks around the 3

rd anniversary of the initial validation

(e.g. if the initial validation was 3rd

March 2014, then the revalidation may take place as early as 3rd

February 2017 and must be completed by 3

rd April 2017).

(D) Annual Continuous Quality Improvement Reviews

CEIAG Quality Award providers which have successfully achieved QiCS national validation are additionally

required annually to demonstrate their continuous quality improvement activities, and the potential impact of

these, to their QiCS Panel Adviser.

This will be initiated by the QiCS Director and undertaken by the Panel Adviser through a Continuous Quality

Improvement Review (CQIR), conducted 12 and 24 months after the date of the National Validation Panel and

the national validation report. Each CQIR incurs a fee.

*****************************************************************************************************************************

(E) Additional Information

Additional information and news updates on the Quality in Careers Standard, the Quality in Careers

Consortium Board and the national validation process are available on the dedicated Quality in Careers

website www.qualityincareers.org.uk

The Quality in Careers website duplicates, by agreement with Careers England, its website section which

hosts information on Careers Guidance in Schools and Colleges in England incorporating case studies of

good practice which we commend to all CEIAG Quality Award providers

http://www.qualityincareers.org.uk/careersguidance.php?page=casestudies_map

http://www.careersengland.org.uk/careersguidance.php?page=introduction

11

Please note footnote 5 earlier.

http://www.qualityincareers.org.uk/

http://www.qualityincareers.org.uk/careersguidance.php?page=casestudies_map

http://www.careersengland.org.uk/careersguidance.php?page=introduction



Appendix 1: The DfE revised Statutory Guidance for

schools on their careers guidance duty (March 2015)

The revised Statutory Guidance recommends that schools should achieve a CEIAG Quality Award.

Paragraph 67 endorses, in effect, the three-pronged approach which Careers England first advocated in 2011

and which has been 100% supported by the Quality in Careers Consortium, the CDI and the Careers Alliance

most explicitly. Here is the link to the DfE document

Below we reprint an extract from the DfE Statutory Guidance (March 2015) which says:

Evaluation and monitoring of advice and guidance

Quality assurance and feedback

67. In developing careers provision for pupils, there are currently three aspects of quality assurance that

schools should take into consideration:

The quality of the school careers programme. The Government recommends that all schools should

work towards a Quality Award for careers education, information, advice and guidance as an effective

means of carrying out a self-review and evaluation of the school's programme. The national

validation, the Quality in Careers Standard, will assist schools to determine an appropriate Quality

Award to pursue.

The quality of independent careers providers. The recognised national quality standard for

information, advice and guidance (IAG) services is the matrix Standard. To achieve the Standard,

organisations will need to demonstrate that they provide a high quality and impartial service. Schools

can access an online register of organisations accredited to the matrix Standard.

The quality of careers professionals working with the school. The Career Development Institute has

developed a set of professional standards for careers advisers, a register of advisers holding

postgraduate qualifications and Guidelines on how advisers can develop their own skills and gain

higher qualifications. The main qualifications for careers professionals are the Qualification in Career

Guidance (QCG) (which replaced the earlier Diploma in Careers Guidance) and the Level 6 Diploma

in Career Guidance and Development. Schools can view a register of careers professionals or search

for a career development professional who can deliver a particular service or activity.

******************************************************************************************************

Appendix 2: Ofsted’s revised Common Inspection

Framework (September 2015) for the state sector

The framework includes these three criteria which relate significantly to CEIAG:

Effectiveness of leadership and management

28. the extent to which leaders, managers and governors:

successfully plan and manage learning programmes, the curriculum and careers advice so that all

children and learners get a good start and are well prepared for the next stage in their education,

training or employment

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/417142/Careers_Guidance_Schools_Guidance_March_2015.pdf



Personal development, behaviour and welfare

31. the extent to which the provision is successfully promoting and supporting children’s and other

learners’:

choices about the next stage of their education, employment, self-employment or training, where

relevant, from impartial careers advice and guidance

where relevant, employability skills so that they are well prepared for the next stage of their

education, employment, self-employment or training

Outcomes for children and other learners

32. the extent to which children and learners:

attain relevant qualifications so that they can and do progress to the next stage of their education

into courses that lead to higher-level qualifications and into jobs that meet local and national

needs

***********************************************************************************************************

Appendix 3: Extract from the Independent Schools

Inspectorate

Regulatory Requirements: Careers (2015)

41. Advice must be provided for pupils receiving secondary education to help pupils choose GCSE and post-

16 courses. From January 2015, specific requirements are included in the regulations for the first time.

These require impartiality, provision which enables pupils to make informed choices about a broad range

of careers options, and advice which generally helps to encourage pupils to fulfil their potential.

42. The requirement relating to careers guidance applies to pupils receiving secondary education. It will

therefore be relevant pupils in years 7 and 8, whether they are in a senior school or at a prep school.

43. Careers guidance must be presented in an impartial way. This is defined as showing no bias or

favouritism towards a particular education or work option.

44. The guidance must enable pupils to make informed choices about a broad range of options. This will

include timely advice to help pupils choose GCSE and post-16 courses.

45. The guidance must help to encourage pupils to fulfil their potential. To this end, good careers education

should enable pupils to ‘know themselves’ and how their strengths, weaknesses and interests relate to the

world of work; learn about different careers and opportunities; obtain individual guidance; have some work

experience; and gain information about training, education and occupations beyond school. Schools

should consciously work to prevent all forms of stereotyping in the advice and guidance they provide to

ensure that girls and boys from all backgrounds and diversity groups consider the widest possible range

of careers, including those which are often portrayed as primarily for one or other of the sexes.

46. The statutory guidance for the state sector which gives a detailed explanation of parallel duties for state

schools may be a useful resource for independent schools: Careers guidance and inspiration in schools

(March 2015).

****************************************************************************************************************************



Appendix 4: Good Career Guidance (The Gatsby

Charitable Foundation, 2014)

You can read the full report and supplementary papers at


This valuable report has made a major and most welcome contribution to our understanding of what

constitutes quality in careers education, information, advice and guidance (CEIAG) in secondary schools in

England.

It is based on a comparative study of careers provision in a sample of independent schools in England as well

as of career guidance systems in The Netherlands, Germany, Hong Kong, Ontario (Canada), Finland and

Ireland. It also involved an extensive literature review and a survey of state schools.

After analysing the evidence, eight benchmarks were drawn up that identify the elements of good career

guidance. In addition, PWC were asked to calculate the costs of implementing these ‘Gatsby Benchmarks’ in

a school.

Many schools are already auditing their provision against the ‘Gatsby Benchmarks’ and CEIAG Quality Award

providers have also been encouraging the schools they work with to measure the quality of their provision

against them.

Therefore, the Quality in Careers Consortium suggests that it would be helpful to CEIAG Quality Award

providers and to schools to show how the seven national validation criteria in Part One of the Quality in

Careers Standard’s requirements underpin and can be mapped against the ‘Gatsby Benchmarks’ (please see

below).

Further, the Consortium encourages each of the CEIAG Quality Award providers to map the criteria and

standards in their Award against the ‘Gatsby Benchmarks’ and our Guide below showing how these link to the

first seven national validation criteria.

Please note that the national validation criteria (1.1-1.7) for the Quality in Careers Standard define the

organisational, professional and curriculum development and accountability processes that underpin quality

(and thus must be assessed by CEIAG Quality Award providers) whilst the ‘Gatsby Benchmarks’ describe the

components (Benchmarks 2-7) of a stable careers programme (Benchmark 1).

Hence, we affirm that only with external assessment of the quality of CEIAG, by a nationally validated CEIAG

Quality Award, can a school be confident it provides the quality of the best for all of its students.

Mapping the first 7 NVCs of the Quality in Careers Standard to the 8 ‘Gatsby Benchmarks’:

‘Gatsby Benchmark’

Benchmark description

Relevant national validation criteria for

the Quality in Careers Standard

1. A stable careers

programme

Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils,

1.1 Provide effective, leadership,

management and promotion of CEIAG

1.2 Ensure appropriate initial staff training




parents, teachers, governors and employers. This Benchmark subsumes the other seven Benchmarks which define the components of the careers programme.

and CPD to secure the competence required

of all staff involved in the learning provider’s

CEIAG provision

1.7 Monitoring, reviewing, evaluating and

continuously improving provision

2. Learning from

careers and labour

market information

Every pupil, and their parents, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.

1.3 Providing a planned and progressive

programme of careers, employability and

enterprise education in the curriculum

together with careers information and

careers advice and guidance

1.6 Involving and supporting families and

carers

3. Addressing the

needs of each pupil

Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.

The delivery of the core principles and

themes of equality and diversity,

participation and progression, raising

aspirations, and promoting social mobility

1.4 Securing independent and impartial careers advice and guidance for young people

4. Linking curriculum

learning to careers

All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.



enterprise education in the curriculum,



5. Encounters with

employers and

employees

Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.






1.5 Working with employers and other

external partners and agencies to enhance

and extend CEIAG provision

6. Experiences of

workplaces

Every pupil should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career







opportunities, and expand their networks.


1.5 Working with employers and other

external partners and agencies to enhance

and extend CEIAG provision

7. Encounters with

further and higher

education

All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.






1.7 Monitoring, reviewing, evaluating and

continuously improving provision

8. Personal guidance

Every pupil should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.

1.4 Securing independent and impartial

careers advice and guidance for young

people

The Quality in Careers Standard:

A Guide for CEIAG Quality Award providers

(June 2016 edition)

Documents

A Guide for CEIAG Quality Award providers · All CEIAG Quality Award providers must supply evidence showing how their Award covers and supports learning providers (i.e. state and